assessment of learning

1. What assessment
tools are used to
measure affective
learning?
Assessment of Learning

2. Direct Assessment
The direct assessment of affective learning outcomes is more
attainable at the lower levels in the affective learning taxonomy of
Krathwohl (1964).
Examples:
1. Survey and questionnaire
2. Interviews
3. Observations
4. Reflection of journals

3. Indirect Assessment
The information generated from the use of indirect assessment of
affective learning outcomes can come from direct sources-
student himself/herself, teacher, or peers.
Examples:
1. Grades
2. Participation Rate
3. Attendance Record
4. Course Evaluation

4. Self-Report Questionnaire
*As the name implies self-report or self-inventory is a type
of assessment where the respondent is asked question
about himself/herself, his or her behavior, emotions,
feelings or views.
*This is also popular in the pre-test and the post-test
design where the teacher wants to assess change(e.g.
attitude, interest, motivation) before and after
instructional period.

5. Likert Scale
The measuring tool, invented by Rennis Likert, is a
series of questions or items that requires the
respondent to select on a rating reflecting the
level of agreement and disagreement on the
items that are related to a particular topic,
experiences or issue.
Self-report inventories use a variety of formats. The most common are;

7. Writing statement for rating scale for
self report
Some guidelines might be help in creating your self-report
assessment instruments.
1. Statements should refer to the present condition rather than past
or future situations.
2. The statements should be relevant to the psychological
construct being measured.
3. Avoid factual statement since the nature of what assessed are
affective traits.
4. Statements should be elicit a response that leads itself to one
interpretation.
5. Statement should be clear and simple sentences using precise
and direct language.

8. 6. Considering that responses in the instrument
reflects gradation, statements should no longer
contain always, nearly, only, never and just. These
words are ambiguous.
7. Use vocabulary appropriate for the level of the
understanding respondents.
8. Avoid double negative sentences.

9. Steps in the construction of the
rating scale
1. Select the affective traits you want to assess which you
can find relevant to teaching-learning situation. Make
sure that you or your school is going to benefit from it
and use the data to improve the present situation.
2. Construct items that are clear, definite and focused
on the trait you want to measure. Considered the
different levels of affective taxonomy in constructing
the items.

10. 3. Pilot test or field try the inventory and revise the
parts the appear to be unclear. This advised
when you want to measure more
encompassing and long term affective learning
outcomes.
4. Administer the self-repost of inventor to your
target respondents. It is advised that adequate
time like on power test if provided for
completion of the inventory.

11. 5. Analyze the results and consider the
findings and draw the implication. The most
common scale is 1-5, with 1 as the extreme
negative option, followed by less negative,
and mid-range ratings indicating a level of
neutrality through 5 being the highest
positive or favorable response. For the
negative items, the numerical values and
reversed.

12. Semantic Differential
This is a widely used scale that employs
ratings of concepts with contrasting
adjectives placed at opposite ends of the
number scale. For example, the concept of
problem solving can be assessed using the
following semantic differential scale.

14. Checklist
• A checklist is a form of self- report that asks
persons to indicate whether they
demonstrate a set of qualities or behaviors.
In particular, for affective assessment, it is a
tool for identifying the presence or
absence of a feeling, attitude or behavior.

17. Interview
• This is an oral assessment of students learning
that is conducted through spoken words and
casual conversation. This assessment tool allows
the teacher to collect and explore more In
depth information about the trait being assessed
that cannot be captured by written instrument
nor even be observed.

18. For interview to be an effective assessment tool,
the following are general steps in developing and
conducting an interview:
1. Select the assessment objectives.
2. List the oral questions based on the objectives.
3. Make a report sheet or any form to record
responses
4. Conduct the interview
5. Record the responses, both elicited responses
and responses that were aided by prompts.

19. Students Journals
• These are effective tools that can be used
in assessing and monitoring student
thinking and attitudes. Journal writing gives
students guided opportunities to “think
aloud” through writing. It is a special form
of documentation that records personal
experiences and thoughts.

20. In choosing journal writing as an assessment tool
for affective learning outcomes, here are some
guide questions to consider;
• What is your purpose for the student journal writing.
• What is the format.
• What is the topic.
• How much do you want your students to write about.
• How will the students be given feedback.
• Who will read the journal.
• How will the students be graded.

21. Observation
• It is an assessment tool that involves looking out
for the presence or absence of behaviors of
learners in a natural setting. Observation allows
the teacher to assess student behavior in the
actual teaching and learning process unlike
other forms of assessment that require separate
time with the student to answer the measuring
instrument.

23. Thank you
for
listening!